Teaching Lab All Partners Report

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 529 educators who completed the diagnostic survey, 142 educators who completed the follow-up survey, and 34 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 68% 70% 2 73%
Recognition of race & culture 33% 35% 2 39%
Holding growth mindsets 53% 60% 6 69%
Having high expectations and beliefs 95% 92% -3 89%
Taking accountability for equitable instruction 92% 93% 1 90%
n = 529 n = 142 n = 34

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 66% 66% 1 68%
Trust in fellow teachers 83% 78% -5 71%
Connectedness to fellow teachers 76% 75% -1 84%
Have influence over professional learning 36% 37% 1 48%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 67% 75% 8 68%
n = 424 n = 137 n = 29

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 59% 64% 6 22%
ELA instructional shifts 51% 58% 7 21%
Fluency 52% 54% 1 15%
Text complexity 58% 72% 14 25%
Close reading 67% 69% 3 23%
Building knowledge 53% 59% 7 21%
Supporting students with unfinished learning 67% 71% 4 25%
n = 394 n = 91 n = 10

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 60% 67% 7 46%
Math instructional shifts 53% 57% 5 41%
Equitable Math Instruction 72% 81% 9 53%
Supporting students with unfinished learning 64% 75% 11 52%
Effective Teaching Practices 55% 60% 5 40%
n = 125 n = 69 n = 24

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
When observing teachers, I focus on…           Overall score 91% 83% -7 3%
Whether the lesson is focused on a high-quality text or task 89% 83% -6 3%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 89% 79% -10 3%
Whether all students have opportunities to engage in the work of the lesson 94% 88% -6 3%
n = 105 n = 24 n = 5

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 88% 42%
The questions and tasks address the analytical thinking required by the grade-level standards 67% 17%
All students have opportunities to engage in the work of the lesson 67% 29%

1 n = 24

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 12

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
[1] "ideas"    "learned"  "sessions"
Quotes from "Overall, what went well in this professional learning?"

"All participants were actively engaged, collaborating, and
sharing ideas throughout the course, which contributed to
building a strong sense of community."

"The assignments were effective and helpful to clarify my
understanding of the modules."

"Learned about additional guidebook supports that are
available to teachers that I was not aware of."

"The Synchronous work together gave us time to share ideas
and learn from one another"

"I think the modules went very well. The class break outs
were useful to get others ideas, however other teachers
didn't seem as prepared as others which made things
difficult."

"The breakout groups that I was involved in helped me have a
better understanding with what I will be doing."

"We were all able to engage in conversations about EL and
problem solve, especially in grade level breakout rooms."

"conversation surrounding best practices and ways to address
challenges in the classroom"

"This course was very enlightening in going through the
various microphones and how to plan activities for each
group. This course helped me to understand how to score the
assessments and use that score to identify the students'
current microphase."

"The facilitators set the sessions up like classes. We
were given information as a whole, discussed things as a
whole, had break out sessions for deeper understanding,
then reflected upon what we learned in the sessions. Each
person learned different things and many times we agreed
with our colleagues on their ideas or things learned in the
sessions. The set-up created a remote learning environment
for teachers."

Comments on Improving Experience
[1] "time"     "lesson"   "activity"
Quotes from "What could have improved your experience?"

"I think this course should be offered as a training to learn
how to implement EL at the beginning of the school year."

"Going into the program a bit deeper by exploring the
materials a little more maybe with a model lesson."

"Once completing an activity - even opening a document - the
little check box be checked."

"A little more time for the asynchronous work. I felt very
rushed to complete the activity and probably would have done
a better job if I had more time."

"having the physical guides with me. navigating the guides
online took more effort."

"3:30 start time. Bus duty and announcements always interfere
with the beginning of class."

"The one thing I would have liked to see is more time in
breakout rooms observing other teachers teaching a small
part of a lesson. This would help in giving me new ideas and
ways to implement in my classroom."

"I would have liked to have seen what a lesson would/should
look like in the classroom."

"Doing this with the members of my department. That's nothing
TL could help, though."

Additional Comments
[1] "curriculum" "feel"       "class"     
Quotes from "Do you have additional comments?"

"In general, I don't think I fully understood the inquiry
cycle progression until day 4 or 5. Today's reflect helped
put it all into perspective."

"I would have rather had the course meeting times spread
out so we were meeting once a week. It was a lot to do in 3
weeks."

class='gt_from_md'>

"Ryan was an incredible leader that made everyone feel
welcome and their opinions valid!"

"Just that it was extremely thorough covering as much
material as possible in the time frame we had. The
facilitators were passionate about the material and made us
equally engaged to know more."

"Both of the facilitators were very kind and welcoming. I
didn't feel like it was some stranger but rather someone
that I could ask any question to!"

class='gt_from_md'>

"I wish the District could also offer us an advance training
to learn more about this curriculum and required all
teachers who are using the curriculum to attend."

"Justin did an incredible job making people feel included
and keeping up the energy in the room even though it was
virtual. He was an inspiring presenter."

"I really feel more confident in my abilities teaching Eureka
Math. I liked this class and plan on saving these templates
to reflect on my teaching next year! This approach will help
with TDES evaluations and document data driven instruction.
I love the platform of Eureka and can see how it builds.
Carla is a great presenter and mentor and really made the
class enjoyable."

class='gt_from_md'>

"I enjoyed the boot camp and have gained a deeper
understanding of the curriculum."

"Excellent course! Before taking this course I was very
confused on how to teach the EL curriculum to my students."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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